Summary
In this chapter, Ravitch highlights some of the problems surrounding school reform efforts and how they can be improved. She believes that a well conceived curriculum, appropriate assessments, and well-educated teachers are essential for an effective learning environment. She argues that a national curriculum would stop schools from focusing on math and reading, and give students more than just the basic skills they need to pass assessment exams. Measurements and assessments make schools very data driven and make the value only what can be quantified. These assessments should reflect the curriculum, and go beyond testing basic skills in multiple choice exams.
Notes
There has always been an effort to improve schools- debate about what should be improved, how it should be improved, and what is meant be ‘improvement’
Education is key in developing human capital
Effects the economy as well as civic and cultural life
Policies in place today make schools less effective and degrade intellectual capacity
International Association for the Evaluation of Educational Achievement
Organization that studies school performance
“Strong curriculum, experienced teachers, effective instruction, willing students, adequate resources, and a community that values education” are all essential for a successful education system
Policies and reforms should be controlled by teachers and educators, not legislature and congress
Schools cannot focus only on math and reading
They should not value only what tests measure
Not everything can be quantified
“Data-driven”
Should not use tests to determine the fate of students, teachers, principals, administrators, schools
Pressure to raise scores
Stop the closing of neighborhood schools
Anchors of the community
Charter schools siphon away the motivated students and their families
These schools should not compete -> Collaborate with public schools
Principals should be experienced educators
No one answer to education improvement
Important to make goals that are worth striving for
Beyond the measure of basic skills
Curriculum – provides direction without interfering with how to teach
A roadmap
A lack of curriculum leads to the teaching of basic skills
National curriculum
Nonfederal and voluntary
A reading list for each grade
Cultural heritage
Teach, read, reflect on, debate timeless issues
Teach basic math skills as well as critical thinking and problem solving
More resources for science classrooms
Separate religion from science in the classroom- evolution
Research papers in history, essays in literature, research projects in science, demonstrations in math, conversations in foreign language, performance in arts
Do not use results to identify schools that should be closed. Which schools need help?
In addition to well conceived curriculums, appropriate assessments, and well-education and effective teacher – community and family has an impact
Implant attitudes and values about learning
Need involved families
In schools- enforce standards of civility and respect that are necessary for an effective learning environment
Reactions
In the last chapter of the book, Ravitch goes back to her original beliefs that curriculum and instruction will have the most impact on improving schools. Although she was attracted by the ideas of choice and accountability, seeing them implemented in schools made her realize the many consequences that are not accounted for. Although she realizes that there is no one answer to school improvement, she argues that the policies that we have now make schools less effective and degrade intellectual capacity, and that we are not on the right path to improve schools.
Chapter 11 : Lessons Learned
Pgs. 223-242Ruqayya El-Asmar
Summary
In this chapter, Ravitch highlights some of the problems surrounding school reform efforts and how they can be improved. She believes that a well conceived curriculum, appropriate assessments, and well-educated teachers are essential for an effective learning environment. She argues that a national curriculum would stop schools from focusing on math and reading, and give students more than just the basic skills they need to pass assessment exams. Measurements and assessments make schools very data driven and make the value only what can be quantified. These assessments should reflect the curriculum, and go beyond testing basic skills in multiple choice exams.
Notes
Reactions
In the last chapter of the book, Ravitch goes back to her original beliefs that curriculum and instruction will have the most impact on improving schools. Although she was attracted by the ideas of choice and accountability, seeing them implemented in schools made her realize the many consequences that are not accounted for. Although she realizes that there is no one answer to school improvement, she argues that the policies that we have now make schools less effective and degrade intellectual capacity, and that we are not on the right path to improve schools.